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Revisiting the rhetorical curriculum

Kris Rutten UGent and Ronald Soetaert UGent (2012) JOURNAL OF CURRICULUM STUDIES. 44(6). p.727-743
abstract
The aim of the special strand on Revisiting the Rhetorical Curriculum is to explore the educational potential of a new rhetorical perspective, specifically in relation to different traditions within educational and rhetorical studies. This implies that we do not only look at education in rhetoric, but that we position education also as a rhetorical practice. In this introductory article, we introduce a broad perspective on rhetoric by exploring concepts from new rhetoric to set the scene for this special strand. We elaborate briefly on the relationship between rhetoric and education, which is reflected in the classical concept of paideia. We specifically relate the new rhetorical perspective to curricular issues and introduce the different contributions that are part of this special strand. The article ends by discussing what can be learned from (new) rhetoric about language, culture and education in a post- (or anti-) foundational world.
Please use this url to cite or link to this publication:
author
organization
year
type
journalArticle (original)
publication status
published
subject
keyword
Kenneth Burke, LITERACY, new rhetoric, PEDAGOGY, education, EDUCATION, post-foundationalism
journal title
JOURNAL OF CURRICULUM STUDIES
volume
44
issue
6
pages
727 - 743
Web of Science type
Article
Web of Science id
000311689900002
JCR category
EDUCATION & EDUCATIONAL RESEARCH
JCR impact factor
0.5 (2012)
JCR rank
128/215 (2012)
JCR quartile
3 (2012)
ISSN
0022-0272
DOI
10.1080/00220272.2012.730280
language
English
UGent publication?
yes
classification
A1
copyright statement
I have transferred the copyright for this publication to the publisher
id
2977497
handle
http://hdl.handle.net/1854/LU-2977497
date created
2012-08-31 16:54:26
date last changed
2013-09-16 09:58:28
@article{2977497,
  abstract     = {The aim of the special strand on Revisiting the Rhetorical Curriculum is to explore the educational potential of a new rhetorical perspective, specifically in relation to different traditions within educational and rhetorical studies. This implies that we do not only look at education in rhetoric, but that we position education also as a rhetorical practice. In this introductory article, we introduce a broad perspective on rhetoric by exploring concepts from new rhetoric to set the scene for this special strand. We elaborate briefly on the relationship between rhetoric and education, which is reflected in the classical concept of paideia. We specifically relate the new rhetorical perspective to curricular issues and introduce the different contributions that are part of this special strand. The article ends by discussing what can be learned from (new) rhetoric about language, culture and education in a post- (or anti-) foundational world.},
  author       = {Rutten, Kris and Soetaert, Ronald},
  issn         = {0022-0272},
  journal      = {JOURNAL OF CURRICULUM STUDIES},
  keyword      = {Kenneth Burke,LITERACY,new rhetoric,PEDAGOGY,education,EDUCATION,post-foundationalism},
  language     = {eng},
  number       = {6},
  pages        = {727--743},
  title        = {Revisiting the rhetorical curriculum},
  url          = {http://dx.doi.org/10.1080/00220272.2012.730280},
  volume       = {44},
  year         = {2012},
}

Chicago
Rutten, Kris, and Ronald Soetaert. 2012. “Revisiting the Rhetorical Curriculum.” Journal of Curriculum Studies 44 (6): 727–743.
APA
Rutten, Kris, & Soetaert, R. (2012). Revisiting the rhetorical curriculum. JOURNAL OF CURRICULUM STUDIES, 44(6), 727–743.
Vancouver
1.
Rutten K, Soetaert R. Revisiting the rhetorical curriculum. JOURNAL OF CURRICULUM STUDIES. 2012;44(6):727–43.
MLA
Rutten, Kris, and Ronald Soetaert. “Revisiting the Rhetorical Curriculum.” JOURNAL OF CURRICULUM STUDIES 44.6 (2012): 727–743. Print.